Academic Language Instruction for Students in Grades 4 through 8: A Literature Synthesis

Autor/inn/en	Truckenmiller, Adrea J.; Park, Jiyoon; Dabo, Arfang; Wu Newton, Yi-Chieh
Titel	Academic Language Instruction for Students in Grades 4 through 8: A Literature Synthesis
Quelle	In: Journal of Research on Educational Effectiveness, 12 (2019) 1, S. 135-159Infoseite zur Zeitschrift PDF als Volltext Link als defekt meldenVerfügbarkeit
Zusatzinformation	ORCID (Truckenmiller, Adrea J.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1934-5747
DOI	10.1080/19345747.2018.1536773
Schlagwörter	Forschungsbericht; Academic Language; Grade 4; Grade 5; Grade 6; Grade 7; Grade 8; Language Skills; Adolescents; Reading Comprehension; Vocabulary; Reading Instruction; English (Second Language); Language Proficiency; English Language Learners; Second Language Learning; Educational Practices; Vocabulary Development; Intervention + Suchen Sie Ihr Suchwort? Academic; Language; Languages; Akademiker; Sprache; Wissenschaftssprache; School year 04; 4. Schuljahr; Schuljahr 04; School year 05; 5. Schuljahr; Schuljahr 05; School year 06; 6. Schuljahr; Schuljahr 06; School year 07; 7. Schuljahr; Schuljahr 07; School year 08; 8. Schuljahr; Schuljahr 08; Language skill; Sprachkompetenz; Adolescent; Adolescence; Adoleszenz; Jugend; Jugendalter; Jugendlicher; Leseverstehen; Wortschatz; Leseunterricht; English as second language; English; Second Language; Englisch als Zweitsprache; Language skills; Zweitsprachenerwerb; Bildungspraxis; Wortschatzarbeit
Abstract	Academic language, which is characterized by the words and structure of the language of schooling, is an important teachable component of academic achievement. When compared to other strong predictors of academic achievement (e.g., decoding, fluency, vocabulary, comprehension), academic language is not as well understood or explicitly taught in schools. The purpose of this literature synthesis is to identify the instructional practices that currently have the best evidence to improve academic language and broader academic achievement outcomes. The most prolific study of academic language instruction occurs with English learner samples. In the current study, we sought high-quality empirical intervention studies conducted with English learners. We describe the components of instruction that explicitly address academic language skills, and we describe the impact on outcomes for English learner students as well as their English-only peers. (As Provided).
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Begutachtung	Peer reviewed
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01